Pedagogical challenges•Flexibility

•Decentralisation

•Collaboration

•Educator as

mentor

•“Hybrid learning”

•Active learning

BumpyTraffic

Cant get where you want to goHave to wait

Lots of people Take time

21st Century Learner

http://www.e-competencies.org/

• access is varied and unequal

Czernieiwcz and Brown 2010

< 2 years ago 2-4 years ago 4-6 years ago 6-10 years ago 10-15 years ago >15 years ago0.00%

10.00%

20.00%

30.00%

Years ICT experience of under 22 yr olds

• Students on campus are all digitally connected in some way.

• BUT digital does mean something different to everyone

Mobile rules

• South African residents lead as one of the highest users of mobile technology and mobile social networking on the continent. However, stationary Internet and computer ownership lags. (Unicef 2012)

• South African adolescents and youth are the first adopters of mobile technology, with 72 per cent of 15 –to 24-year olds “having a cell phone.” (Unicef 2012)

• The only sustainable way forward is to exploit devices students already own and use (Traxler 2013)

Invisible learning spaces

Informal learning• At one stage I was trying to learn Spanish, which did not go very well. I

was in contact with three people from different parts of the world and would chat to them to practice it.

– Student O Int 2 UCT Ref 6

• Use Facebook to get quick responses to certain questions that may appear in the exams.

– Student Y Int 2 RU Ref 1

• For example; say you have a friend who is always on Facebook, and you know that want like a book from them or maybe you just want to ask about something education wise, you can just contact them using Facebook

– Students U Int 1 FHU Ref 2

• He does use social media for exam preparation: he shares interesting examples on Facebook with friends,

– Student G Int 2 RU Ref 1

Informal Learning

• two previous teachers on facebook and sometimes talk to them for advice about academic stuff at University

– Student D Int 2 UFS Ref 3

• She uses her cellphone all the time to communicate with people about academic stuff. She communicates with a lecturer as well via Facebook; with her one tutor in English. She does communicate with her old art teacher from High School. He is still teaching art and she studies media, so “I sometimes asks him some things; which relate to the media, sort of, and also architecture”.

– Student E Int 2 UFS Ref 2

•Leveraged academic work as a film student by uploading two Film Production course videos he did to Vimeo and one to YouTube. •believed these presences support his ability to network and develop a career in film•connected with important people and organisations, like the Ghetto Film School of LA• Entered a competition• chosen to be showcased at the Sundance Film Festival •prize-winning entry sponsored his attendance.

UCT students Katey Carson (second from right) and Dylan Bosman (third from right) at the Sundance Film Festival in Los Angeles, where their short films were screened.

Core ReferencesAvailable online

UNICEF 2012 – South African Mobile generation http://www.unicef.org/southafrica/SAF_resources_mobilegeneration.pdf

Traxler 2013 – Context as text in mobile digital literacy http://ceur-ws.org/Vol-955/papers/paper_42.pdfFutureLab 2012 – Digital Literacy across the curriculum http://www.futurelab.org.uk/resources/digital-literacy-

across-curriculum-handbookBeetham and Sharpe 2010 Digital Literacy Framework

http://jiscdesignstudio.pbworks.com/w/page/46740204/Digital%20literacy%20frameworkBrown and Czerniewicz 2010 – Debunking the Digital Native

http://www.cet.uct.ac.za/files/file/2010/Debunking%20the%20digital%20native%20draft.docBrown 2012 – University students as Digital Migrants

http://ejournals.library.ualberta.ca/index.php/langandlit/issue/view/1371